The successful inclusion of all students is imperative in schools and classrooms across the

world. The current paradigm of inclusive education in our schools, and the importance and
necessity of teachers and schools to implement curricula and lessons that adhere to this
inclusivity, pose a particular set of potential challenges for teaching and learning. However,
the methods and recommendations offered by the Universal Design for Learning (UDL)
framework will not only assist teachers in the lesson planning stage but will also support the
seamless and beneficial implementation of its pedagogical strategies in the classroom. This
essay will evaluate the UDL framework and its efficacy in the successful inclusion of all
students and its supporting role in all students becoming expert learners. The essay will
focus on the particular needs and strengths of an observed student who has Attention
Deficient Hyperactivity Disorder (ADHD) and how the implementation of the UDL framework
to a lesson plan can successfully influence the student’s inclusion and their success as a
learner. A lesson plan (appendix 1) will be adjusted in order to implement and uphold the
three core principles of the UDL framework and ultimately create a more beneficial and
effective lesson, for not only the student in question but for the rest of the class and the
teacher.

During the 1990’s the UDL framework was pioneered by the developmental
neuropsychologists and educators Meyer, Gordon and Rose. Their aim, in relation to
inclusive education, was to dramatically shift the systems in place and the beliefs held by
schools and the greater society. In their 2015 article Hall, Cohen, Vue and Ganley argue,
“UDL is a framework for instructional design, based on neuroscience and interpreted from
an educational perspective, which is flexible and supportive for all leaners” (pg. 72). The
framework attempted to challenge the notion of the ‘average student’ and build a shared
understanding and guideline for supporting every student and addressing their diverse
learning needs from the beginning. As Rose stated in 2001, during a speech made before the
Senate Appropriations Committee on the future of educational technology, “individuals with
disabilities now have a right to free appropriate public school education, and can expect to
find educational buildings that are physically accessible to them. It remains a tragedy,
however, that the curricula – the materials and methods for learning inside those buildings
– are too frequently NOT available or accessible to students with disabilities” (pg.64). Thus
heralding the persistent need for change in relation to how the curriculum is taught. UDL is
a learner centred approach, which by applying a few key adjustments, relating to three core
principles, increases the accessibility and success for all students.
The creation of the UDL framework was a direct response to the global shift from a system
of ‘special education’, prior to the late 1980’s, to our current system of ‘inclusive education’,
which is governed and upheld by the introduction of laws and legislation surrounding the
rights of people with disabilities. Although the legislation and shifting societal views were
monumental in physically getting students with disabilities successfully integrated into the
mainstream schools and out of the regressive ‘special-needs schools’, there were still
considerable disadvantages faced by these students in regard to their diverse learning needs
not fitting into the pre-disposed ‘one size fits all’ curriculum. The three core principles of
UDL have been designed to breakdown any barriers to learning, provide support from all
areas of the school and address the diverse and changing learning needs of students. The
premise of the framework is based on the belief and research that there are multiple ways
to acquire knowledge as well as multiple means of expression and demonstration of
knowledge. It takes into consideration learning goals and materials, teaching methods and
assessments, and has an overarching understanding of the need for flexibility within
planning and teaching.

Hall, Cohen, Vue and Ganley argue, in their 2015 article, “Meyer and Rose (1998) developed
the UDL framework composed of three principles. The first principle- to provide multiples
means of representation – calls for anticipating and addressing in advance any physical,
perceptual, and cognitive barriers that might interfere with a student’s learning” (pg.72).
The first principle therefore, relates to how information is presented and advocated for
multiples means of representation in order to ensure all students are able to make sense of
the information. The second principle promotes the need for multiple means of action and
expression, this relates to how the students are able to successfully express the information
they have learnt and requires access to multimodal options. The third principle understands
learners are varied in the ways they engage and therefore, require multiple means of
engagement.

The student that was observed for the purpose of this report is a 15-year-old boy in year 9
who has ADHD, he will be referred to as student A throughout this essay. His areas of need
and required support in the classroom, as well as his strengths, interests and levels of
engagement have been observed in relation to the teaching and learning he experiences in
the classroom and will later be addressed. Geng, in her 2011 article, states “The Diagnostic
and Statistical Manual of Mental Disorders (American Psychiatric Association, 1995) defines
the essential feature of ADHD as a persistent pattern of inattention and/or hyperactivity –
impulsivity that is more frequent and sever than is typically observed in individuals at a
comparable level of development” (pg.17). ADHD is a neurobiological, developmental
disability and students with ADHD may present behaviours such as; distractibility,
impulsivity and hyperactivity (Geng 2011).

Student A’s behaviour, if not correctly understood and planned for, can be fairly disruptive
in a classroom setting. If the teacher has little knowledge or experience they may find the
students behaviour challenging, particularly if there has been no implementation of the UDL
framework and no adjustments or flexibility in their lesson plan to cater to the diverse
learning needs of Student A. Student A’s behaviour presents in both physical and cognitive
disturbance symptoms. Student A has difficultly sitting still and staying focussed, he is
restless and continually moving around, he distracts the other students by talking to them
and nudging and fidgeting. This makes it hard for the teacher to maintain control in the
classroom and ultimately spends a large amount of time requesting student A stop moving
and stay on task, albeit unsuccessfully. Student A rarely completes the required class work
and spends a lot of the class getting up and down from his seat and moving around the
classroom, he makes noises and occasionally swears and yells at the teacher or other
students. Student A’s main learning and behavioural needs relate to his inability to stay on
task and complete assigned work in the timeframe of the classroom. There are strategies
and recommendations of the UDL framework that can be implemented in the lesson
planning stage which adhere to all three of the frameworks principles; representation,
expression and engagement, that assist the teaching and learning to ensure all the students
diverse needs are being met. These strategies will be implemented below in the
adjustments made to the lesson plan.

Topic area: Design & Stage of Learner: Syllabus Pages:

Technology Stage 5 - year 9 14, 15, 23, 24, 25
 Date: Location Booked: Lesson Number: 1/3
05.08.19 D&T classroom
Time: 60 minutes Total Number of students Printing/preparation
25 Worksheets attached to end of
lesson plan
Adjusted lesson plan based on UDL:
Outcomes Assessment
Syllabus outcomes
The worksheet completed
- DT5 – 1 Analyses and applies a range of design concepts and towards the end of the
processes. lesson will be used as
- DT5 – 3 Evaluates and explains the impact of past, current and formal assessment.
emerging technologies on the individual, society and
environments. Class participation in
- DT5 – 4 Analyses the work and responsibilities of designers and the discussions and activities
factors affecting their work will be used as informal
- DT5 – 5 Evaluates designed solutions that consider preferred assessment.
futures, the principles of appropriate technology and ethical and
responsible design UDL Key:
Life Skills outcomes
Representation
- DTLS – 1 Identifies that a process is used to develop design
solutions Expression
- DTLS – 3 – explores the impact of past, current and emerging
technologies Engagement
- DTLS – 4 – explores the work of designers in terms of the benefits
to the individual, society and environments

Cross Curriculum themes & General capabilities

Sustainability
- Focused on renewable resources
- The protection of the environment
- Students learn about the actions required to improve sustainability
- Appreciation of the impact design solutions can have on the earth’s resources
Literacy
- Develop skills in literacy to effectively communicate and comprehend using a variety of modes
and media
Ethical understanding
- Ethical judgements in relation to design solutions

Time Teaching and learning actions Resources Outcomes 

2 Allow for the students to enter the classroom - Laptop/computer for
min and sit in their (pre-assigned) seats. Get the slideshow
projector and presentation ready as they enter. - Slideshow saved on USB
Gather their attention and welcome them. (found in top desk draw)
- Slideshow names lesson 1
Have student A sitting at a desk that is near the - Projector
teacher. This way the teacher is able to closely
monitor if they are on task and what they are
doing. Make sure this spot stays consistent so to
limit confusion with the student.

3 Show slideshow of unit of study. Inform the - Laptop/computer for

min students of what they will be doing during the slideshow
next 3 lessons, let them know the quality of - Slideshow saved on USB
work that is expected of them during the lesson. (found in top desk draw)
- Projector

Here the teacher can have printed copies of the - Have slideshow printed
slideshow with clear and concise emphasis of and ready for student A
important ideas and concepts, so if student A
losses concentration during the slideshow they
have a hard copy to refer back to in their own
time. This ensuring they don’t miss out on
content if their attention lapses.

5 Address the class and let them know the plan for - Whiteboard
min the lesson, write it on the board for students to - Whiteboard makers
refer back to: - Lesson plan list to write on
- Intro into sustainability – watch videos board (on the left)
- Quiz time
- Watch videos on sustainable furniture
- Discussion time
- Hand out work sheet and have the kids
complete collaboratively in their groups.
- Discuss with the class the standard of
work and participation that is expected
-
Be conscious here that student A is listening, and
is aware of the plan for the lesson. It may also - Have lesson schedule
help to write the schedule for the lesson on a written on piece of paper
piece of paper and give it to student A to refer to hand to specific
back to when their attention lapses. This is so students
instead of holding up the whole class with a
potential confrontation, you can tell them to
refer back to the plan and the task they are
meant to be completing.
5 Before playing the video tell the students to - Laptop/computer for
min concentrate as their will be a short quiz after the video DT5 – 3
video. Watch the video (1min 42seconds) DT5 – 5

Due to student A’s potential problems with DTLS – 4

attention it might help here to have the - Have questions printed DTLS – 3
questions pre-printed out and handed to them and ready for student A
in advance.

Ask these questions to the class and have the

students call out the answers.
- Slideshow from the start
Q) What organisation was the Brundland report of the lesson
“Our Common future” made for? - Video links in slideshow
A) The UN under videos for lesson 1
“what is sustainability”
Q) The report was drafted to warn about the - Projector
negative environmental consequences of:
a) the rapid advancement of modern technology
b) economic development and globalisation c)
the effects of multiculturalism on a global scale
A) b

Q) What are the three essential pillars of

sustainability
A) environmental protection, social
development and economic growth

Q) you are to act in the present BUT think about

the?
A) future

Advise students that during the next 3 videos - Students pens & pencils
they will be introduced to the concept of - Students notebooks
sustainable design. Have the students watch the
videos and take notes with anything that
interests or inspires them. Advise them that
there will be time after each video for discussion
and questions.

Here you can suggest to student A that they

aren’t required to take notes while watching the
video, they may have trouble doing two tasks at
once and watching the videos and taking in the
information is the most important component
and to maintain their engagement it is best to
 keep it simple.

20 View video number 2 “What is eco-friendly - All video links found in the DT5 – 4
min furniture” (1min 7 seconds) slide show
Discussion and questions after video - Video number 2 “What is DTLS – 4
eco-friendly furniture”
View video number 3 “Ask a designer, how to - Video number 3 “Ask a
turn seaweed into designer furniture” (4min 16 designer, how to turn
seconds) seaweed into designer
Discussion and questions after video furniture”
View video number 4 “Flokk environmentally - Video number 4 “Flokk
sustainable furniture – brand sotry video” (2min environmentally
29 seconds) Discussion and questions after video

It will be of benefit to both the student and - Have notes printed and
teacher if the main concepts and ideas that are ready for student A
presented in the videos are also available and
printed in dot point form. This ensuring the
student doesn’t miss out on content if their
attention lapses and allows them to refer back
later.

25 Hand out worksheets - Worksheets attached at DT5 – 1

min Give students time to fill them out. Let them the end of lesson plan (pre DT5 – 4
know that you will be collecting them at the end – print) DT5 – 5
of the class to mark. - Students pens & pencils
- Students notebooks DTLS – 4
Be of assistance if students need. DTLS – 1

Here an adjustment would be made to cater to

the 3rd principle of expression. Instead of having
the students complete the worksheets
individually, separate the students into groups
(5x5) and have them complete the task
collaboratively. Allow the students to either
present their answers to the class in their group,
or if this doesn’t work for them give them the
option of submitting the worksheet to be
marked instead.

The first adjustment made to the lesson plan, in accordance with the UDL framework, whilst
also aiming to successfully include student A and maximise his learning potential, occurs at
the very beginning of the class. This change is in accordance with the 3 rd principle of
providing multiple modes of engagement, and sees the teacher assign ‘student A’ a seat at
the front of the class. This adjustment has been made to allow the teacher to have closer
supervision, as the student may regularly go off task and seating them in close proximity will
assist both the student and the teacher. This adjustment is supported by the literature and
in her 2011 article, Geng argues that organisation of the physical classroom environment –
the classroom ecology, is of fundamental importance and will have a positive influence on
behaviours. Geng also believes that being physically close to the student, specifically
students with ADHD, can be helpful as maintaining eye contact and speaking loudly and
clearly can all improve students’ engagement and ability to stay on task (Geng, 2011).

The following change has been made in accordance to the 1st principle of providing multiple
means of representation. Here the teacher supplies ‘student A’ with a printed out version of
the slideshow that is being viewed on the screen, this is so the student can refer back in-
case anything was missed. The next change relates again to the 3rd principle of engagement,
where the teacher prints or writes out the schedule for the class on a piece of paper and
hands it to ‘student A’. This change is made based on a recommendation by Geng in her
2011 article, where she states “The development and implementation of clear
organisational routines and procedures need to be established (pg.18) “, this is so any
confusion the student may have surrounding expectations and behaviour is reduced.

Two more changes have been made in correspondence to the 1st principle of
representation, when the class are participating in the quiz, whilst the teacher asks the
questions and the students offer their answers, it will benefit ‘student A’ to have the
question printed out and supplied to them to have in front of them. Similarly, whilst the
class watch the 3 videos, and are required to take in the information and main concepts that
are expressed in the videos, it will greatly assist ‘student A’ to have a printed out copy of the
main ideas and concepts so if they lose concentration during the video they still have the
opportunity to access the information.

The final change that has been made to the lesson plan is based on the 2nd principle of
providing the students with varying modes of expression. Here, the activity has been
changed from students individually completing a worksheet, to having the students
collaboratively complete the task in groups. Following on from that the students are given
the choice of either presenting their answers in their group to the class or handing in their
completed worksheet to the teacher. Providing multiple ways for the students to express
the knowledge they have learnt is a key feature of the UDL framework and allows each
student to participate in the form of expression which they are most comfortable and
confident in. Having the students participate in group work is a strategy that is supported by
Anhalt, McNeil and Bahl in their (1998) article. In their article they discuss the difficulties
students with ADHD may have in completing independent seat work, they also suggest that
students will frequently engage in out of seat behaviour, thus explaining the adjustment of
switching the activity from individual seated work to collaborative group work, by giving
students the chance to get up out of their seat and move around it may help them stay on
task and increase their engagement. Furthermore, Anhalt, McNeil and Bahl discuss the fact
that approximately 50 – 60% of students with ADHD will experience some form of social
rejection, increasing the importance of collaborative group work and pro-social behaviour
(1998).

In addition to the implementation of the UDL framework, it is also important to note that a
teacher’s attitude and beliefs around the practice of inclusive education and the UDL
framework can have a significant effect on the success of the students learning. As Geng
argues in her 2011 article “Where there is a good rapport between teachers and those
students, practical strategies will be more effective” (pg.19). Geng goes on to argue,
“Developing positive and consistent relationships was very important in classroom
management” (pg.19), further demonstrating the importance of positive teacher student
relations in the classroom.

References
Hall, T, E., Cohen, N., Vue, G., Ganley, P. (2015). Addressing Learning Disabilities With UDL
and Technology: Strategic reader. Learning Disability Quarterly, 38 (2) 72 – 83.
doi:10.177/0731948714544375

Rose, D. (2001). Universal Design for Learning: Associate Editor’s Column. Journal of Special
Education Technology, 16 (4) 64 - 67.

American Psychiatric Association (1995). Diagnostic and statistical manual of mental

disorders (fifth end). Washington, DC: The Association.

Geng, G. (2011). Investigation of Teachers’ Verbal and Non-verbal Strategies for Managing
Attention Deficit Hyperactivity Disorder (ADHD) Students’ Behaviours within a
Classroom Environment. Australian Journal of Teacher education, 36 (7) 17 – 30.
doi.org/10.14221/ajte.2011v36n7.5

Anhalt, K., McNeil, C, B., Bahl, A, B. (1998). The ADHD Classroom Kit: A Whole Classroom
Approach for Managing Disruptive Behaviour. Psychology in the Schools, 35 (1) 67 –
79. dio.org/10.1002/(sici)15206801(199801)